John and Elizabeth Newson were both Professors of Developmental Psychology at the University of Nottingham. In 1967 they established the Child Development Research Unit in the Department and were its Co-Directors. Their research study of child-rearing practices in a sample of 700 families in Nottingham is well known in the field and is highly respected and widely cited. In 1994 the Early Years Diagnostic Centre was renamed the Elizabeth Newson Centre. In 1999 Elizabeth Newson was appointed an OBE for her services to children on the Autistic Spectrum.Peter Barnes was Research Officer in the Child Development Research Unit at the University of Nottingham from 1970 to 1977, working closely with John and Elizabeth Newson. He subsequently worked at The Open University, where he became Director of the Centre for Childhood, Development and Learning.Susan Gregory was a student and then Research Officer in the Child Development Research Unit at the University of Nottingham with John and Elizabeth Newson. Following a senior lecturer post at the Open University, she was appointed Reader in Deaf Education at the University of Birmingham.

• AcknowledgementsChapter 1 Setting the sceneChapter 2 Continuity and change: the 11-year-old in contextChapter 3 Enduring friends and foesChapter 4 Great busynessChapter 5 Risk, anxiety and frankness as children grow upChapter 6 Uncertainty and incomplete answersChapter 7 Making goodChapter 8 Styles and outcomesChapter 9 Childhood into Adolescence: the importance of the parent’s perspectiveAppendix 1 Interview scheduleAppendix 2 Sampling and statisticsAppendix 3 Local and topical referencesIndex

‘A hugely impressive achievement, offering a broad panoply of understandings of development from a wide diversity of perspectives and disciplines, spanning all the key areas, and forming a comprehensive, detailed and extremely useful text for students and practitioners alike.’ Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UKThis book provides an extensive overview of the field of developmental psychology. It illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation. The author has written an accessible text which will be of value to undergraduates and postgraduates alike. I can strongly recommend it to all who are keen to learn about this fascinating and rapidly changing field. Dr. John Coleman, PhD, OBE, UK‘This book is magnificent. It is an extraordinary blend of depth of scholarship with a lucid, and engaging, writing style. Its coverage is impressive: both thorough and timely. An admirable feature of the book is its skillful presentation of typical and atypical development in each chapter. The book is comprehensive, instructive and inviting. Both new and advanced students will love the coverage of this text, will appreciate its use of headers and enjoy its illustrations.’ Professor Joseph Campos, University of California, USAAn amazing achievement. Stephen von Tetzchner's volume has an encyclopedic breadth combined with an unerring eye for the central research across developmental psychology, particularly for the period of its explosive growth since the 1960s. It is remarkable for its even-handed representation of the American and European literatures. Both a text and a reference work, this will be the go-to resource for any teacher, researcher or student of the discipline for the foreseeable future. Professor Andy Lock, University of Lisbon, Portugal"The editors present recently discovered unpublished research by eminent psychologists John and Elizabeth Newson written in 1980, covering the development of 11-year-old children growing up in the midlands in the late 1960s and early 1970s. It is part of their longitudinal studies of children’s upbringing mainly through the eyes of mothers, based on detailed interviews with parents about their sons and daughters when they were 7, 11, 16 and 19 years old. The present book is not only of historical value but also reminds us of the universal issues of childrearing and their implications for the offspring." – Ursula Cornish, British Psychological Society Division of Educational and Child Psychology

John and Elizabeth Newson were both Professors of Developmental Psychology at the University of Nottingham. In 1967 they established the Child Development Research Unit in the Department and were its Co-Directors. Their research study of child-rearing practices in a sample of 700 families in Nottingham is well known in the field and is highly respected and widely cited. In 1994 the Early Years Diagnostic Centre was renamed the Elizabeth Newson Centre. In 1999 Elizabeth Newson was appointed an OBE for her services to children on the Autistic Spectrum.Peter Barnes was Research Officer in the Child Development Research Unit at the University of Nottingham from 1970 to 1977, working closely with John and Elizabeth Newson. He subsequently worked at The Open University, where he became Director of the Centre for Childhood, Development and Learning.Susan Gregory was a student and then Research Officer in the Child Development Research Unit at the University of Nottingham with John and Elizabeth Newson. Following a senior lecturer post at the Open University, she was appointed Reader in Deaf Education at the University of Birmingham.

• AcknowledgementsChapter 1 Setting the sceneChapter 2 Continuity and change: the 11-year-old in contextChapter 3 Enduring friends and foesChapter 4 Great busynessChapter 5 Risk, anxiety and frankness as children grow upChapter 6 Uncertainty and incomplete answersChapter 7 Making goodChapter 8 Styles and outcomesChapter 9 Childhood into Adolescence: the importance of the parent’s perspectiveAppendix 1 Interview scheduleAppendix 2 Sampling and statisticsAppendix 3 Local and topical referencesIndex

‘A hugely impressive achievement, offering a broad panoply of understandings of development from a wide diversity of perspectives and disciplines, spanning all the key areas, and forming a comprehensive, detailed and extremely useful text for students and practitioners alike.’ Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UKThis book provides an extensive overview of the field of developmental psychology. It illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation. The author has written an accessible text which will be of value to undergraduates and postgraduates alike. I can strongly recommend it to all who are keen to learn about this fascinating and rapidly changing field. Dr. John Coleman, PhD, OBE, UK‘This book is magnificent. It is an extraordinary blend of depth of scholarship with a lucid, and engaging, writing style. Its coverage is impressive: both thorough and timely. An admirable feature of the book is its skillful presentation of typical and atypical development in each chapter. The book is comprehensive, instructive and inviting. Both new and advanced students will love the coverage of this text, will appreciate its use of headers and enjoy its illustrations.’ Professor Joseph Campos, University of California, USAAn amazing achievement. Stephen von Tetzchner's volume has an encyclopedic breadth combined with an unerring eye for the central research across developmental psychology, particularly for the period of its explosive growth since the 1960s. It is remarkable for its even-handed representation of the American and European literatures. Both a text and a reference work, this will be the go-to resource for any teacher, researcher or student of the discipline for the foreseeable future. Professor Andy Lock, University of Lisbon, Portugal"The editors present recently discovered unpublished research by eminent psychologists John and Elizabeth Newson written in 1980, covering the development of 11-year-old children growing up in the midlands in the late 1960s and early 1970s. It is part of their longitudinal studies of children’s upbringing mainly through the eyes of mothers, based on detailed interviews with parents about their sons and daughters when they were 7, 11, 16 and 19 years old. The present book is not only of historical value but also reminds us of the universal issues of childrearing and their implications for the offspring." – Ursula Cornish, British Psychological Society Division of Educational and Child Psychology

John and Elizabeth Newson were both Professors of Developmental Psychology at the University of Nottingham. In 1967 they established the Child Development Research Unit in the Department and were its Co-Directors. Their research study of child-rearing practices in a sample of 700 families in Nottingham is well known in the field and is highly respected and widely cited. In 1994 the Early Years Diagnostic Centre was renamed the Elizabeth Newson Centre. In 1999 Elizabeth Newson was appointed an OBE for her services to children on the Autistic Spectrum.Peter Barnes was Research Officer in the Child Development Research Unit at the University of Nottingham from 1970 to 1977, working closely with John and Elizabeth Newson. He subsequently worked at The Open University, where he became Director of the Centre for Childhood, Development and Learning.Susan Gregory was a student and then Research Officer in the Child Development Research Unit at the University of Nottingham with John and Elizabeth Newson. Following a senior lecturer post at the Open University, she was appointed Reader in Deaf Education at the University of Birmingham.

• AcknowledgementsChapter 1 Setting the sceneChapter 2 Continuity and change: the 11-year-old in contextChapter 3 Enduring friends and foesChapter 4 Great busynessChapter 5 Risk, anxiety and frankness as children grow upChapter 6 Uncertainty and incomplete answersChapter 7 Making goodChapter 8 Styles and outcomesChapter 9 Childhood into Adolescence: the importance of the parent’s perspectiveAppendix 1 Interview scheduleAppendix 2 Sampling and statisticsAppendix 3 Local and topical referencesIndex

‘A hugely impressive achievement, offering a broad panoply of understandings of development from a wide diversity of perspectives and disciplines, spanning all the key areas, and forming a comprehensive, detailed and extremely useful text for students and practitioners alike.’ Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UKThis book provides an extensive overview of the field of developmental psychology. It illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation. The author has written an accessible text which will be of value to undergraduates and postgraduates alike. I can strongly recommend it to all who are keen to learn about this fascinating and rapidly changing field. Dr. John Coleman, PhD, OBE, UK‘This book is magnificent. It is an extraordinary blend of depth of scholarship with a lucid, and engaging, writing style. Its coverage is impressive: both thorough and timely. An admirable feature of the book is its skillful presentation of typical and atypical development in each chapter. The book is comprehensive, instructive and inviting. Both new and advanced students will love the coverage of this text, will appreciate its use of headers and enjoy its illustrations.’ Professor Joseph Campos, University of California, USAAn amazing achievement. Stephen von Tetzchner's volume has an encyclopedic breadth combined with an unerring eye for the central research across developmental psychology, particularly for the period of its explosive growth since the 1960s. It is remarkable for its even-handed representation of the American and European literatures. Both a text and a reference work, this will be the go-to resource for any teacher, researcher or student of the discipline for the foreseeable future. Professor Andy Lock, University of Lisbon, Portugal"The editors present recently discovered unpublished research by eminent psychologists John and Elizabeth Newson written in 1980, covering the development of 11-year-old children growing up in the midlands in the late 1960s and early 1970s. It is part of their longitudinal studies of children’s upbringing mainly through the eyes of mothers, based on detailed interviews with parents about their sons and daughters when they were 7, 11, 16 and 19 years old. The present book is not only of historical value but also reminds us of the universal issues of childrearing and their implications for the offspring." – Ursula Cornish, British Psychological Society Division of Educational and Child Psychology